| "Integrating mathematics history into mathematics class teaching in high-grade of primary schools" means that,according to the cognitive characteristics and development needs of high-grade students in primary schools,combining with specific teaching contents,teachers integrate mathematics history into mathematics class teaching naturally,skillfully,creatively and artistically to promote mathematics history and mathematics class teaching to form an organic whole,in order to better train students’ mathematical knowledge,methods,ideas and attitudes,and promote students’ all-round development.Integrating mathematics history into mathematics class teaching is advocated by the new curriculum reform and new curriculum standards,which meets the practical needs of quality education and is conducive to develop students’ key competencies.Based on the results of literature review and the actual teaching situation,it’s found that there is still a phenomenon of neglecting the teaching of mathematics history and there are many problems in the current teaching process;There are more theoretical studies and fewer empirical studies;The research object isn’t comprehensive,especially the research in primary schools is relatively fewer;In the study of strategies of integrating mathematics history into mathematics class teaching,it’s found that previous researchers didn’t pay enough attention to the characteristic of "integrating",the integration degree of mathematics history and mathematics teaching content needs to be improved,the means of "integrating" lacks the teaching art,naturalness and cleverness,and previous researchers showed less solicitude for the current situation of integrating mathematics history into mathematics class teaching.So this study uses empirical research methods to lock the research perspective in the high-grade of primary schools to supplement the related theory research of primary schools,and provide more empirical materials and data for this study field.At the same time,this study focuses on the practical problems of integrating mathematics history into mathematics class teaching,deeply explores the strategies of integrating mathematics history into mathematics class teaching,strengthens the correspondence between mathematics history and teaching content,clarifies the misunderstanding of mathematics history by mathematics teachers in high-grade of primary schools,arouses teachers’ attention to the teaching of the mathematics history,and provides effective reference for the teaching of mathematicshistory.In this study,mathematics teachers and students in Grade Five and Grade Six of primary schools were selected as respondents.And this study conducted a questionnaire survey and in-depth interviews with them to understand the current situation of integrating mathematics history into mathematics class teaching in primary schools.The survey found that there are the following problems: the teaching of mathematics history is "in name only",it is difficult to achieve practical results;Students’ participation in the teaching of mathematics history is out of balance and lack of deep learning;The teaching of mathematics history lacks process demonstration and mechanical infusion is in the main position;Teachers’ teaching concept of mathematics history is weak and their teaching quality of mathematics history is also lacking.The dilemma of integrating mathematics history into mathematics class teaching in high-grade of primary schools is caused by various factors,including historical reasons for the shackles of the traditional teaching system,practical constraints of the utilitarian orientation of teaching evaluation,psychological reasons for the stereotype of teachers’ teaching attitude,and institutional reasons for the negligence of school teaching management.According to the research results,the following suggestions are put forward from teachers,schools and the teaching three levels: First,breaking through the bottleneck of teachers’ consciousness,correcting teachers’ teaching attitude towards mathematics history(Clarifying teachers’ cognition on mathematics history,helping mathematics teachers to accept the teaching of mathematics history happily;Stimulating teachers’ teaching courage,building up teachers’ teaching self-confidence in the teaching of mathematics history;Overcoming teachers’ psychological inertia,enhancing teachers’ teaching intention of mathematics history.)Secondly,training teachers’ teaching quality comprehensively by the school to ensure the implementation of the teaching of mathematics history(Supplementing the training of mathematics history to improve teachers’ teaching professionalism;Establishing the learning circle of mathematics history and building the teaching community of mathematics history;Refining the evaluation and supervision system,improving the institutionalized guarantee.)Thirdly,improving the level of integrating mathematical history into mathematical class teaching,exploring various forms of integrating mathematical history into mathematical class teaching actively(Studying textbooks deeply to enrich the teaching content of mathematics history;Filling teaching links to optimize the teachingorganization structure of mathematics history;Drawing up mathematics history with the help of information technology platform;Enriching multiple ways of integrating mathematics history into mathematics class teaching with the help of the teaching art;Improving the depth of integrating mathematics history into mathematics class teaching to pave the way for the convergence of the mathematics teaching between primary school and junior high school.)... |
